Prezi—creates presentations in a non-linear way. (This is a good way to model how time can be marked in ways other than a linear timeline. Traditional tribal teachings stress time as cyclical, not linear.)

PreZentit—a way to create presentations with just a few clicks (ease for elementary aged children) and they can all work on it at the same time (like GoogleDrive). Great use of a computer lab so all students are not hovering over one person controlling the keyboard.

VoiceThread—great presentation tool where students and other invited “guests” can comment on the projects.

GlogsterEdu—for making interactive pages about the project with “bells and whistles” and for sharing with the class. This one has a small fee for full classroom usage, but most of it is free.

Preparation

Students will be conducting their own local historical research. Well ahead of time, make sure that you have enlisted as many community resources as is feasible. Suggestions:

Website articles on local history (neighborhoods, economy, historical events, etc.)

Video clips on local history

Local maps

People from the community who can offer primary or secondary documents as well as provide interviews

A copy of Lewis and Clark: Through Indian Eyes—Nine Indian Writers on the Legacy of the Expedition, Alvin M. Josephy, Jr., editor

Well ahead of time create your classroom library with plenty of books and articles on local history (the closer to where students live, the better). Make sure students have gone “book shopping” in your library before or shortly after you have launched the unit. This will be their independent reading. This step is important so that they can practice the skills you teach and model with the Celilo Falls materials.

Methods

The daily lessons contained in this unit of study below frequently uses a basic “mini-lesson” approach. This means that the direct teaching you will do is limited to no more than 20 minutes so that students have ample time to practice the skill. All lessons provide a tie in to the previous lesson.